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Journal of Medical Education

Abstract

Purpose: Central venous catheterization is a critical skill in perioperative and critical care medicine. During their postgraduate-year training (PGY), postgraduate trainees are expected to perform central venous catheter (CVC) insertion. Despite learning anatomy in medical school, the demanding nature of the hospital environment requires continuous reinforcement of their knowledge. This pilot study examines the efficacy of three-dimensional (3D) anatomy technology in teaching vascular anatomy for CVC insertion through a flipped classroom approach. Methods: An educational 3D anatomy platform "Complete Anatomy" was utilized to create central-line vascular models to teach vascular anatomy. Trainees completed an online course and a self-assessment before and after practical simulation on the CVC insertion simulator. Results: In a 3-month pilot run involving 19 PGYs, video tutorials of the CVC vascular model were viewed 78 times. In terms of self-assessment of confidence in identifying relevant anatomical structures, a significant improvement was observed, increasing from an average of 2.73/5 pre-session to 3.32/5 post-session. Feedback emphasized rapid comprehension times, which was attributed to visuospatial feedback complementing traditional resources. Overall satisfaction with the course reached 9.74/10, especially the actual simulation. Remarkably, trainees enhanced their learning efficacy via a 3D anatomy platform, flipped classroom, and simulation practices. Conclusions: The hybrid approach of a 3D anatomy platform and flipped classroom engages trainees in a challenging CVC insertion anatomy, providing unique insights into their knowledge strengths and deficits.

First Page

79

Last Page

89

DOI

10.6145/jme.202406_28(2).0003

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